Unit 3

Students will demonstrate an understanding of the Holocaust of the 20 th century.

_____ Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Priority Content Standards 

MW.His.1.f. 

Investigate the ways in which antisemitic beliefs and other discriminatory policies in Europe led to the persecution and murder of millions of Jews as well as Roma, disabled people, LGBTQ+ individuals, and political prisoners during the Holocaust (e.g., Nuremberg Race Laws, Final Solution, Aktion T4). 

MW.His.9.a. 

Synthesize sources from the Holocaust to develop questions and explore the experiences of survivors, victims, resisters, collaborators, bystanders, and rescuers (e.g., survivor testimony, memoirs, government documents, museums exhibits, historical fiction, and film).

His.1.US.c. 

Evaluate the role of economic and political developments that created the conditions leading to WWII and the Holocaust (e.g., Great Depression, nationalism, militarism).

His.1.US.e. 

Evaluate the United States government’s complex responses to the Holocaust while recognizing the history of antisemitism in both historical and contemporary contexts (e.g., Voyage of the St. Louis, lack of response to the Final Solution, Nuremberg Trials).

His.16.US.c. 

Develop arguments about the juxtaposition between the United States’ founding ideals and actions of the Federal government during World War II using evidence from multiple relevant sources (e.g., Japanese-American Internment, Holocaust intervention, Braceros Program, Fair Employment Practices Act, segregated regiments, women in the military).

Supporting Inquiry Standards

INQ 9–12.6 

Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

INQ 9–12.9

Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

INQ 9–12.10

Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. 

INQ 9–12.11

Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical) 

INQ 9–12.12

Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • MW.His.9.a.

  • His.16.US.c.

• command of the language; written and verbal

  • MW.His.9.a.

  • His.16.US.c.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • MW.His.9.a.

  • His.16.US.c.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • MW.His.1.f.

  • MW.His.9.a.

  • His.1.US.c.

  • His.1.US.e

  • His.16.US.c.

• willing to adapt new information and question things

  • MW.His.1.f.

  • MW.His.9.a.

  • His.1.US.c.

  • His.1.US.e

  • His.16.US.c.

A Problem Solver

• can persevere and adapt

  • MW.His.1.f.

  • MW.His.9.a.

  • His.1.US.c.

  • His.1.US.e

  • His.16.US.c.

• able to determine the root cause of issues

  • MW.His.1.f.

  • His.1.US.c.

  • His.16.US.c.

1. How do prejudice and power lead to genocide?

2. What responsibilities do individuals and nations have in the face of injustice?

3. How do historical events challenge our understanding of morality and responsibility?

4. What lessons from the Holocaust are most important for today?

1. The Holocaust was the result of interconnected social, political, and economic forces combined with human choices.

2. Human rights can be eroded gradually through laws, propaganda, and societal acceptance.

3. Individual and collective actions—both active and passive—shape historical outcomes.

4. Studying the Holocaust is essential to understanding and preventing future genocide.

MW.His.1.f.

• Antisemitism and discrimination

• Nazi ideology and racial policies

• Laws and policies (e.g., Nuremberg Laws, Final Solution, Aktion T4)

• Targeted groups (Jews, Roma, disabled individuals, LGBTQ+ individuals, political prisoners)

• Propaganda and dehumanization

• Stages of genocide

• Persecution and mass murder

MW.His.9.a. 

• Types of sources (testimonies, memoirs, government documents, exhibits, films)

• Perspectives (survivors, victims, resisters, collaborators, bystanders, rescuers)

• Historical interpretation and inquiry

• Human experiences during the Holocaust

His.1.US.c.

• Economic conditions (Great Depression)

• Political developments (totalitarianism, fascism)

• Nationalism and militarism

• Rise of authoritarian regimes

• Pre-war global context 

His.1.US.e

• U.S. foreign policy during WWII

• Antisemitism (historical and contemporary)

• Key events (Voyage of the St. Louis, Final Solution response, Nuremberg Trials)

• Immigration policies and refugee restrictions

• Human rights and accountability

His.16.US.c

• Founding ideals (freedom, equality, democracy, justice)

• Federal government policies during WWII

• Civil liberties and human rights

• Case studies (Japanese American internment, Holocaust intervention, Bracero Program, Fair Employment Practices Act, segregated regiments, women in the military)

• Primary and secondary sources

• Wartime context and national security

MW.His.1.f.

• Investigate how discriminatory beliefs and policies led to genocide

• Analyze the progression from prejudice to systemic violence

• Explain how laws and propaganda enabled persecution

• Evaluate the impact of policies on different groups

• Use evidence to trace the development of the Holocaust

MW.His.9.a. 

• Synthesize information from multiple types of sources

• Develop meaningful, inquiry-based questions

• Analyze diverse perspectives and experiences

• Compare roles individuals played during the Holocaust

• Construct interpretations supported by evidence

His.1.US.c.

• Evaluate how economic and political factors contributed to the Holocaust

• Analyze connections between global crises and extremist ideologies

• Explain how conditions enabled the rise of Nazi power

• Assess the interplay of multiple causes leading to WW

His.1.US.e

• Evaluate the effectiveness and limitations of U.S. responses

• Analyze how antisemitism influenced policy decisions

• Assess moral and political factors shaping government actions

• Compare U.S. responses to broader global reactions

• Use evidence to support claims about responsibility and action

His.16.US.c

• Develop evidence-based arguments about contradictions between ideals and actions

• Analyze multiple sources and perspectives

• Evaluate the extent to which actions aligned with democratic principles

• Compare impacts of policies on different groups

• Support arguments with relevant historical evidence

Assessments:

Formative Assessments: 

REQUIRED:

Suggested:

• Reading inventories/ engagement surveys 

• Reading goals

• Reader/Writer notebooks; journaling

• Annotations and close reading analysis

• Anecdotal observations of students in groups or partnerships

• Quick writes and on-demand writing samples

• Do Nows/Bell Ringers

• Exit tickets

• 1:1 or small group conferring

Summative Assessments: 

REQUIRED:

• None

Suggested:

Academic Vocabulary

• Antisemitism

• Discrimination

• Ideology

• Persecution

• Genocide

• Propaganda

• Dehumanization

• Perspectives

  • Survivors

  • Victims

  • Resisters

  • Collaborators

  • Bystanders

  • Rescuers

• Totalitarianism

• Fascism

• Nationalism 

• militarism

• authoritarian 

• regimes

• Refugee

• Ideals

• Immigration

• Context

Content Vocabulary

• ghetto,

• kristallnacht 

• final solution

• scapegoat

• concentration camp

Resources

• “Teaching the Holocaust and Genocide”   (OLR Backgrounder: Holocaust and Genocide Instruction in Public Schools) - CSDE

• Echoes and Reflections Holocaust Curriculum binder

  • Lesson 2 (Anti- Semitism),

  • Lesson 3 (Nazi Germany)

  • Lesson 4 (Ghettos) 

  • Lesson 5 (Final Solution)

  • Lesson 6 (Jewish Resistance)

  • Lesson 7 (non- Jewish Resistance)

  • Lesson 10 (children)

• Video Resources: 

  • Schindler’s List

  • Out of the Ashes, 

  • The Last Days (Holocaust in Hungary)

• Novels: 

  • Night, Elie Wiesel

  • The Diary of Anne Frank

Cross Cycle Tasks:

Suggestions: 

• Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.

• Use Google Forms for a questionnaire or survey about upcoming topic.

• Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.

• Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.

• Quizlet Study Sets activity.

Last day of the Cycle:

• Students meet in small groups to read and discuss text they will create posts for:

  • Week 1:  post 2 reflections and respond to 2 reflections

  • Week 2:  post 2 questions or wonderings

First day of the New Cycle:

• Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

Extension Activity: Taking the Human Rights Temperature of Your School

http://160.94.193.60/temperature.htm

• This activity challenges participants to evaluate their school's human rights climate using criteria derived from the Universal Declaration of Human Rights. The subsequent discussion builds towards identifying areas of particular concern and developing an action plan to begin addressing them. This resource was developed by Kristi Rudelius-Palmer and David Shiman. When Human Rights are Wronged: Designing a "Bill of Human Rights" (Grades 6-12)

http://www.nytimes.com/learning/teachers/lessons/981202wednesday.html

• In this lesson, students explore the concept of human rights by examining the arresting of prominent Chinese dissidents who are members of the China Democratic Party. Students develop and defend their own "Bill of Human Rights" and write a reflective essay comparing their declarations to the Universal Declaration of Human Rights.The Fight for Human Rights: Understanding the Quest to Protect Human Rights (Grades 6-12)

http://www.nytimes.com/learning/teachers/lessons/990623wednesday.html

• In this lesson, students explore the concept of human rights by developing and defending their own "Bills of Human Rights" and by writing a reflective essay that compares their notions of human rights and the protection of them to the Universal Declaration of Human Rights

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.